In November 2016, I had the pleasure of presenting with Allison Curington, Director of Field Education at the University of Alabama, about our Social Media Policy Toolkit at CSWE’s 2016 Annual Program Meeting in Atlanta, GA. Today, we are at BPD’s 2017 Annual Conference in New Orleans to share our work once again. We will be talking about a project that we have been working on for the past two years, a Toolkit for Social and Digital Media Policies in Field Education. Please join us at 11:00 AM in Bayside B at the Sheraton in New Orleans for our presentation. Allison and I started collaborating on this toolkit after many, many conversations about the growing use (and misuse) of social media in field education by students, educators and field supervisors. We saw that field directors were increasingly dealing with ethical and practical issues related to the use of social and digital media in field education, and we wanted to provide information and tools to help field directors raise awareness with students and field supervisors.
Based on feedback from CSWE and a Field Educator’s training at UA in January, we have updated our tools and hope to get even more feedback from our BPD colleagues before launching our toolkit. In our interactive workshop today, we plan to present on the toolkit and share one of the tools from the kit – Social Media Policy Checklist and Worksheet for Social Workers.
At BPD in 2016, I attended a wonderful session by Drs. Becky Anthony and Jennifer Jewell of Salisbury University titled Building student connection by utilizing social media in the social work classroom. They graciously wrote about this presentation in a blog post – Social Media How-To Guide for Social Work Educators. Today (Saturday, March 4th), Becky and I will be presenting about how we both are the using guidelines that she and Jennifer developed, giving examples from our own teaching and classroom assignments. Please join us at 8:00 AM in Bayside B at the Sheraton in New Orleans for our presentation.
Here is a link to the slides from our presentation: https://www.slideshare.net/laurelhitchcock/bpdnola17-road-map-for-success-incorporating-social-media-in-the-social-work-classroom
Also, information about developing professional social media guidelines for the classroom can be found here.
Here is our abstract with the learning objectives:
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum.
Last year, I wrote my own profession guidelines for how I use social media in my professional practice as a social work educator. This is often referred to as a Professional Social Media Policy, and is a recommended practice from National Association of Social Workers (NASW, n.d.). Specifically, these guidelines are personal to me, and describe how I strive to interact with students, colleagues and other professionals when using digital and social media. I include these guidelines in my course syllabi and they guide how I use social media to engage students online, disseminate my research, and network with colleagues.
These guidelines came about because of a collaborative project with Allison Currington, Director of Field Education at the University of Alabama. We have been working a toolkit to help social work field educators deal with ethical and practical issues related to the use of social and digital media in field education, focusing on information and tools to help field directors raise awareness with students and field supervisors. As part of this process, Allison also wrote her own professional social media policy. She then decided to ask the entire staff in the UA Office of Field Education to assess their social media use for their own policies. In this interview style post, Allison shares her thoughts about how the process worked and the UA Field Staff developed their own professional social media policies.
How did you write your own policy? How did you approach this process?
Navigating the landscape of technology and social media has been quite the challenge in field education. I can remember when MySpace was all the rage as I was beginning my career as a field director. However, there were very few students in our graduate program who participated on social media platforms. Honestly, we were just trying to navigate not having enough cell phone coverage in rural areas at that time! Fast forward 13 years and you have an entirely new landscape. I would have never dreamed as a field director that I would be dealing with a generation of students who use their primary mode of communication with something other than the phone, e-mail, or even snail mail.
A little unknown fact about me – one of my first scholarly interests as a future academic was and still is social welfare history; exploring the roots of the social work profession in the United States. As a doctoral student at the University of Alabama’s (UA) School of Social Work, I was fortunate enough to work with Dr. Paul Stuart, a leading social welfare historian and, now, Professor of Social Work at Florida International University. I took several classes with him about social welfare policy and historical research methodology. Along with being my academic advisor and chair of my dissertation committee, he helped me to develop an interest in how the history of social work profession has a direct and meaningful influence on today’s social workers and social welfare agencies. Through reading and research from my course work, I quickly learned that there was a gap in the social welfare history literature on the intersection of social work and public health in early 20th century in the United States. Using my background in public health and social work, I developed a research topic which turned into my dissertation and the foundation of my interest in social welfare history – the history of health and social services for children with disabilities.
I write all this because I just had a second article published from my dissertation research:
Hitchcock, L. I., & Stuart, P. (2017). Pioneering Health Care for Children with Disabilities: Untold Legacy of the 1916 Polio Epidemic in the United States. Journal of Community Practice. Retrieved from http://www.tandfonline.com/eprint/BDSf39bKsz2ffnn6zMFb/full